Methods of pedagogical guidance of plot-role-playing games for preschool children
Methods of pedagogical guidance of plot-role-playing games for preschool children
Kashina E.V.
Currently, much attention is paid to the problem of socialization in the development and education of preschool children.
The process of socialization begins in childhood and continues throughout life. The child strives for active activity, and it is important not to let this desire fade away; it is important to promote his further development. The more complete and varied a child’s activity is, the more significant it is for the child and the more consistent with his nature, the more successful his development is. That is why games and active communication with others - with adults and peers - are the closest and most natural for a preschooler.
The plot-role-playing game is the first test of social forces and their first test.
The uniqueness of children's play requires great delicacy from an adult in the pedagogical guidance of this activity. He must become a benevolent participant in the game, regardless of whether he takes on any role or not.
What is the content of a teacher’s work in nurturing creative abilities in preschool children in role-playing games?
The teacher’s skill is most clearly demonstrated in organizing children’s independent activities. How to direct each child to a useful and interesting game without suppressing his activity and initiative? How to alternate games and distribute children in a group room or area so that they can play comfortably without disturbing each other? How to eliminate misunderstandings and conflicts that arise between them? Both the comprehensive education of children and the creative development of each child depend on the ability to quickly resolve these issues.
When leading role-playing games, educators are faced with the following tasks:
• development of games as an activity (expanding the themes of games, deepening their content);
• using the game to educate children's groups and individual children,
Directing a role-playing game requires great skill and pedagogical tact. The teacher must direct the game without disturbing it, and maintain the independent and creative nature of the game activity.
Preschool pedagogy describes many methods and techniques of influencing children, the choice of which depends on the specific situation.
There are methods and techniques that help enrich the content of the game: the teacher plays the main role; individual play between the teacher and the child, with the teacher playing the main role; introducing figurative toys; parallel game technique; role-playing game with continuation; activating communication between an adult and children during their play, aimed at awakening and independent application by children of new ways of solving a game problem, at reflecting new aspects of life in the game; telephone game; playing out scenes of life in kindergarten with the help of dolls; playing out imaginary situations with children. And also those that contribute to the regulation of gaming relationships: games that facilitate adaptation (“come visit me”), the participation of the teacher in the game (the main role); use of a multi-character plot (2 doctors, 2 drivers); introducing a puppet character, setting rules of behavior on his behalf; creation of multi-age play triads.
Methodological methods and techniques give results and bear fruit only in those cases if the teacher applies them systematically, takes into account the general trends in the mental development of children, the patterns of formed activity, if he knows and feels each child of his group well
The teacher’s task in working with older children is to expand and deepen their play interests and create conditions that encourage children to be creative. The teacher, with his advice, suggestions, and questions, should guide the children to find an independent way out of difficult situations. Gradually, the teacher moves from being a direct participant in the game to the role of an adviser in it. In addition, the teacher consistently leads children to the use of all previously undeveloped play tools, the production of play aids, the introduction of toys with the obligatory discussion of the issue of how these toys are used. In the future, the teacher, when working with older children, teaches them to transfer the acquired knowledge into play and continues to develop their basic planning and organizational skills.
The teacher must guide the game without destroying it, preserve the amateur and creative nature of children’s play activities, the spontaneity of experiences, and faith in the truth of the game. The teacher influences the play concept and its development, enriching the content of children’s lives: it expands their ideas about the life of adults, about the relationships between people, and thereby concretizes the content of a particular play role.
However, in expanding the knowledge and understanding of preschoolers, it is necessary to observe moderation. An overabundance of impressions can lead to superficial reflection in games of the unimportant and random, to their instability, and lack of organization.
A game is a means through which children demonstrate their independence during the distribution of roles and actions during the game. The child lives in the game. And the task of educators is to become a guide and link in the child-game chain, tactfully supporting the leadership to enrich the children’s gaming experience.
Senior preschool age
Direct Leadership Techniques
- inclusion of the teacher in the game, taking on a role (main or secondary) - not often, as necessary (showing a speech sample, collective discussion of the role behavior of the players after the game).
Indirect Leadership Techniques
– enriching children’s social experience through all types of activities (observations, excursions, reading fiction, watching children’s TV shows, conversations)
— involving children in the production of attributes and design of playing fields.
Creating conditions for the development of creative role-playing games:
— creation of an object-game environment;
— use of a modern storage system (arrangement of game material in containers);
- inclusion of “semi-finished toys” into the environment for making homemade products;
— replenishment and enrichment of the gaming environment in accordance with the knowledge acquired in the classroom.
Adult help
- remember events that are more suitable for the game, establish their sequence;
— plan the course of the game, the sequence of actions;
— distribute roles, agree on plans;
— assistance in solving game problems, maintaining cognitive interest in the game;
- watching children play;
- direction of children’s plans and actions (advice, hint, question, change in the play environment);
— creation of problematic situations (flexible influence on the game concept, plot development, complication of ways of displaying reality;
- create a game situation;
- individual work (if the child does not know how to play, you can use the experience of children who play well).
MANAGEMENT OF GAMING ACTIVITIES
Play is social in origin. It is not an instinct given from birth to all children, therefore, play actions are not observed in children of primitively developed peoples, and the formation of play occurs only with the division of labor and the complication of production relations. In different historical eras, depending on the socio-historical, geographical and specific living conditions of life, games with different plots were formed. Among representatives of different classes, free and enslaved peoples, residents of the North and South, children of fishermen, farmers, cattle breeders, they differ from each other. Even the same child changes the plots of his games depending on the specific conditions in which he temporarily finds himself.
Domestic psychologists consider play as a child’s activity for orientation in the world of human actions and relationships, tasks and motives of human activity (L.S. Vygotsky, A.N. Leontiev, S.L. Rubinstein, D.B. Elkonin, etc.). Game actions are associated specifically with social relationships. These data are confirmed by other studies (R.I. Zhukovskaya, T.A. Markova, etc.). Children do not start playing even with the most attractive objects until they understand their functional purpose and determine the relationships between people carried out through actions with objects, i.e., their role-playing actions.
The content of the game is what is reproduced by the child as a central characteristic moment of activity and relationships between adults in their work and social life. In this case, the role of the game is given a central place. Scientists believe that it is the role and the actions organically associated with it that represent the basic, further indecomposable unit of the developed form of play. For children, the main thing in the game is fulfilling the role they have taken on. Both the objects used and the relationships between the players are subordinate to the role. The child is a cashier precisely because he sells tickets, and torn pieces of paper become tickets because the cashier sells them.
In preschool age, the following types of games actively develop: role-playing games, with rules, director's games, dramatization games, fantasy games (inventing fairy tales, etc.), outdoor and sports games. Children are introduced to the games of different nations. Various didactic games are used in the pedagogical process. Gaming techniques are used in different types of activities and when performing routine tasks.
All types of games can be combined into two large groups, which differ in the degree of direct participation of an adult and different forms of children's activity.
The first group is games in the preparation and implementation of which an adult takes indirect participation. The activity of children (subject to the formation of a certain level of play actions and skills) has an initiative, creative nature. Children are able to independently set a game goal, develop a game concept, and find the necessary ways to solve game problems. Independent games contain conditions for children to demonstrate initiative, which indicates a certain level of intelligence development.
These include introductory, display, plot-display, plot-role-playing games, the use of plot-shaped toys (dolls, animals, etc.), educational games aimed at developing intelligence, learning the properties of natural materials, constructive, etc.
The second group is various educational games in which an adult, telling the child the rules of the game or explaining the design of a toy, gives a fixed program of action to achieve a certain result. These games solve specific problems of education and communication; they are aimed at mastering certain program material and rules that the players must follow. Educational games are important for the moral and aesthetic education of preschool children.
The activity of children in educational games is reproductive in nature and can manifest itself in an arbitrary choice of a method of action. Based on their developed skills, children organize independent games in which more elements of creativity are observed.
This group includes outdoor games, didactic, musical, dramatization, and entertainment games.
Outdoor games contribute to the improvement of basic movements, the development of moral and volitional qualities, and indirectly affect the mental and aesthetic education of preschool children. They can be plot or non-plot.
Didactic games (with didactic toys and similar materials, verbal, plot-didactic, board-printed) are used for the purpose of mental education of children. At the same time, in these games, children learn to coordinate actions, obey the rules of the game, regulate their desires depending on common goals, etc.
Didactic games, as a type of games with rules, are of particular importance. It can be used in the classroom both for the purpose of teaching children, acquiring new knowledge and skills, and for the purpose of developing mental skills, the ability to use acquired knowledge in new situations, the ability to think independently and control their actions.
A didactic game is a complex pedagogical phenomenon: it is also a gaming method of teaching preschool children, a form of education, an independent gaming activity, and a means of comprehensive education of a child’s personality.
The essence of the didactic game is that children solve educational problems presented to them in an entertaining way, find solutions themselves, while overcoming certain difficulties. The child perceives a mental task as a practical, playful one, this increases his mental activity.
For a didactic game to fulfill its function, it must meet a number of requirements:
• give exercises useful for the mental development of children and their upbringing;
• contain an exciting task, the solution of which requires mental effort and overcoming some difficulties.
Didacticism in the game should be combined with entertainment, jokes, and humor.
Musical games , which can be choral, plot or plotless, combine elements of didactic and outdoor games. They significantly influence the aesthetic, physical, and mental development of children. Theatrical games are also important for aesthetic development.
Entertainment games increase emotional and positive tone, promote the development of motor activity, nourish the child’s mind with unexpected and vivid impressions, and create fertile ground for establishing emotional contact between an adult and a child.
Non-game activities, but taking place in a playful form, include organized initial forms of child labor, some types of visual activities, familiarization with the environment while walking, etc.
Management of play activities of preschoolers is carried out taking into account the implementation of a number of conditions.
Conditions for the emergence and development of children's games:
• Teachers encourage children to enrich themselves with experiences that can be used in play (read books together, listen to tapes, discs, discuss life events, talk about themselves and other people, organize excursions, walks, visits to museums, theaters; draw children’s attention to the content of the activity surrounding people and their relationships, on phenomena and the relationship of events in living and inanimate nature, etc.).
• Encourage children to develop the game (initiate play actions in children, offer older children to play a specific game or choose a plot; encourage children to take a role and give it to a partner; agree on the rules of the game with older children, etc.). Children are encouraged to develop the game through an appeal ( “Look, the bunny’s leg hurts, let’s treat him”
), an offer to play a specific game or choose a plot, accept a role and give it to a partner, agree on the rules of the game with older children, etc.
• Teachers become direct participants in the game, offering children examples of various game actions (an adult feeds, bathes a doll, involving children in the game; shows how to build a ship; tells how to play games with rules - “ Edible - inedible”, “Broken phone” , "Gardener";
recites a rhyme to establish the order or select the driver, etc.).
• In the pedagogical process, it is necessary to maintain a balance between play and other types of activities (time intended for play should not be used for classes, ensure a smooth transition from play to classes, routine moments), between different types of play (active and calm, individual and joint, didactic and role-playing, etc.).
Conditions for the development of communication between children in play.
• Teachers organize joint games for children (offer games with different numbers of participants, taking into account, in particular, friendships between children; unite individual playing groups with a common plot; organize joint games for children of different age groups in order to mutually enrich them with gaming experience).
• Develop methods of playful communication, giving children roles (dialogues between characters, role-playing actions taking into account the role of the partner).
• Develops in children the ability to communicate about play (negotiate, share toys, take turns, tactfully resolve conflicts, etc.).
• To develop children's creative activity in play, it is necessary not to regulate it, to avoid reproducing stereotyped and monotonous actions, plots and techniques; provide children with the opportunity to choose (type of game, plot, role, partners, toys, etc.); encourage improvisation (inventing plots; introducing original characters into traditional games; changing and combining roles, making game attributes and costumes, etc.); encourage the use of substitute items, help select and expand their set, flexibly use play equipment; contribute to the emergence of an emotionally rich atmosphere during the game, infecting children with their interest and vivid emotions; introducing moments of surprise, mystery, fabulousness, etc. into the game; carefully and tactfully observe the free play of children, joining in it as necessary, as equal partners.
In addition, preschool employees must implement an individual approach to organizing children’s play:
• take into account the personal characteristics and special needs of children (games that stimulate the activity of shy children and children with physical disabilities, with developmental delays; increasing self-control in overly disinhibited and aggressive children, etc.);
• pay special attention to “isolated” children, organize attractive games for them, provide support, and promote them to central roles;
• promote gender-role socialization of boys and girls in play, organize games separately for boys and girls and joint ones; offer girls the roles of mother and housewife, and offer boys roles associated with masculine professions; provide children with the opportunity to choose appropriate toys, attributes, and costumes;
• support children's individual interests and abilities in play.
Techniques for managing the game can be direct and indirect.
Direct guidance involves direct adult intervention in children's play. It can be expressed in role-playing participation in the game, collusion between children, clarification, assistance, advice during the game, or suggesting a new topic for the game. First, the adult plays the main roles in the game (doctor, salesman, etc.), giving instructions to the children in various forms. These instructions can be direct (the salesperson-teacher tells the child: “Go to the cash register. Pay for your purchase and please bring me the receipt.”
etc.), in the form of specific or general questions, for example:
“Does your daughter want to sleep?
What need to do?" etc. Later, the teacher takes on secondary roles (customer, patient, store director, etc.).
As a participant in the game, an adult, depending on the situation, always has the opportunity to clarify the children’s desires, their individual inclinations, show various ways to organize the game, and resolve controversial issues.
Indirect guidance of play is especially fruitful when working with preschool children. The teacher expresses his judgments while playing with children exclusively in the form of advice, without demanding strict obedience.
An adult should give children examples of communication with different people, standards of emotional manifestations, and carefully monitor the children’s reactions, promoting adequate and emotional communication during the game. During learning to play, an adult performs the functions of an organizer and leader of gaming activities.
At the initial stages of mastering play, children are taught to handle objects and toys through joint actions - when an adult controls the child’s hand; actions of imitation - when a child repeats actions performed by an adult; actions according to a model - when a child reproduces the entire chain of actions performed by an adult.
The game action must be denoted by a word each time; initial play actions should be formed based on external objects. At first, such support is provided by story toys that copy real objects; then substitute objects are introduced into the game, toys that do not have a clearly defined purpose (sticks, cubes, etc.). Children one and a half to two years old are characterized by inertia, attachment of actions to those substitute objects that the adult introduced into games when they were first shown. To overcome this inertia, it is necessary to diversify the game:
• perform the same actions with different objects;
• use the same objects to perform different actions (N.Ya. Mikhailenko, N.N. Poddyakov, etc.).
After children master object interaction, joint conditional play actions should be formed. To do this, it is necessary for adults to comment on joint objective actions as plot-based (conventional) and to offer children, at the moment of objective interaction, plot-based toys, which to a certain extent already attach conditional meaning to the actions, reinforcing the adult’s verbal comments.
the management of a plot-based game in different ways. G.N. Godina, N.P. Mikhailenko, E.T. Pilyugina et al. propose to develop the game by showing and explaining the simplest play actions that are familiar to children from experience: feed a doll or a bear, rock them, put them to bed; consolidate these actions in joint games, encourage them to transfer them to other toys.
E.V. Zvorygina, I.O. Ivakina, S.L. Novoselov recommend a comprehensive method of guidance, including interconnected components: familiarization with the environment in the active activities of children, enrichment of their play experience, organization of an object-based play environment and activating communication between an adult and children. At the same time, familiarization with the surroundings is carried out with the active participation of children in the work of adults (children help the teacher pour water for the bird and sprinkle grains, or hand out vitamins to the doctor); Thus, they develop playful ways of acting.
Toys of varying degrees of generality are introduced into the game: realistic, conventional, substitute objects, actions with imaginary objects. Children’s behavior during play is influenced by indirect methods of guidance: game situations, problematic questions, remarks: “the doll is hungry,” “the hedgehog is tired and wants to sleep.”
Problematic gaming situations are aimed at mastering more generalized gaming actions and leading to independent proactive solving of gaming problems.
An adult must necessarily encourage those children who find it difficult to take on the role of adults, therefore it is necessary to support the first emotional manifestations of role behavior and encourage them to speak out. In order for the girl in the role of mother to gently and affectionately talk to her daughter doll, the teacher can advise: “Ask your daughter, is she not cold?”
Guide to a role-playing game . For a meaningful connection of game roles, an adult is required to include in the plot characters who represent some semantic unity (mother - daughter, doctor - patient, etc.) and determine the interaction of the participants in the game. Such characters (roles) can be conventionally called complementary. After adults have been prompted with the designation of roles and role-playing dialogue, children should be invited to play on their own and exclude the use of toy characters (dolls, bears, etc.). Thus, they will not be able to return to their usual form of playing together. By the fifth year of children's lives, when the role becomes the center of their play, the task arises of developing such forms of role-playing behavior that would allow them to use the role as a means of jointly developing the plot of the game.
Formation of methods for coordinating plans in a joint role-playing game, as shown by experimental studies by N.Ya. Mikhailenko, may be associated with such an organization of joint activities, where the actual “plot-event” side is separated from object-based play and role-playing actions and becomes the subject of children’s awareness. The use of a literary plot is of great importance as a normative scheme regulating the activities of children in the joint construction of a plot.
For director's play, you need appropriate material with which the child can act out the plot. An adult does not participate in such a game as an equal partner - he becomes a spectator, an observer who asks the child various questions during the game. They stimulate director's play, guide it, and take the child away from simply manipulating objects. For example: “What do you have?”, “Where is the car going?”, “Who is the driver?”, “What happened before this?”, “What will happen next in the game?”
etc.
A successful technique for developing a director's game can be the task of inventing and showing a fairy tale. To do this, the child is given a set of small one-scale toys that he can fit on a plane. If a preschooler finds it difficult to complete this task, the adult himself begins to show an invented fairy tale, and then, interrupting the action, asks the child to continue it.
In games with rules, in order to form an appropriate level of communication with peers, a whole system of games and activities is needed, which involves the following methodological techniques:
• joint activity-game, in which children must coordinate their actions not according to given roles, but according to the meaning of this activity;
• observation by an adult of children playing together: he prompts them, advises them, directly teaches them to interact in solving a common problem;
• introducing into the game the role of “fans” who support one of the participants or one of the teams with exclamations of approval, thereby helping the players to establish a competitive relationship;
• introducing into the collective game the role of a manager who would direct the actions of the other participants, but would not directly participate in it. This role helps the child simultaneously take into account the positions of different participants in the game;
• introducing into the game two managers with mutually opposite positions, who during the game must learn to solve a common problem, while maintaining the relationship between the competing parties;
• teaching a child to play simultaneously for two partners with mutually opposing interests. This forms a “double position” in him, i.e. the ability to consider the current situation simultaneously from different points of view.
The introduction of a didactic game into the lesson allows you to preserve the specifics of the preschool type of education. Didactic games and ways of playing them are very diverse. They are conducted both individually and collectively. The teacher not only introduces children to this or that game, but also participates in it himself, leading it in such a way as to use it to achieve the largest possible number of different goals aimed at developing the mental processes and abilities of children.
Literature
1. Weiner M.E.
Game technologies for correcting the behavior of preschool children. M., 2004.
2. Kupina N.A., Boguslavskaya N.E.
Fun etiquette: Moral education, development of a child’s communication abilities, role-playing games. M., 1992.
3. Kozlova S.A., Kulikova T.A.
Preschool pedagogy: A textbook for students of secondary pedagogical educational institutions. M., 1998.
4. Manuylenko Z.V.
The role of play in the education of preschool children. M., 1991.
5. Mendzheritskaya D.V.
To the teacher about children's play: A manual for kindergarten teachers / Ed. T.A. Markova. M., 1982.
6. Mikhailenko N.Ya., Korotkova N.A.
Organizing a story-based game in kindergarten: A manual for teachers. M., 2001.
7. Novoselova S.L.
Preschooler's game. M., 1989.
8. Kryazheva N.L.
Development of the emotional world of children. Yaroslavl, 1999.
9. Psychological and pedagogical problems of moral education of preschool children / Ed. T.S. Komarova. M., 1983.
10. Seliverstov V.I.
and others. Speech games for children. M., 1994.
Tasks
1. Children joining a game started by a child should be done casually and unobtrusively.
Why?
2. The goal of sex education for children is to form a personality that easily fits into the world around them, capable of starting a family and raising children. In addition, it is very important to convey to those raised the distinctive characteristics of boys and girls. How can boys and girls develop a sense of responsibility and respect for others through play?
3. Give an example of a game that is based on the ability to be aware of the requirements and act in accordance with the accepted requirements of others.
4. What moral beliefs should a teacher have in order to resolve conflicts that arise in the game?
5. Creating game-based learning situations in the system of environmental education - a technique that consists of using dolls - characters from literary works and analogue toys in classes to familiarize preschoolers with nature. Remember what children's fairy tales or stories can be used for these purposes. How can you make toys with your children?
6. What type of games can the game “Find the right word”
, which activates the child’s activity in search of a suitable word to characterize, describe an object or hero of a story?
7. What knowledge does the didactic game “Folk Crafts”
G.S. Shvaiko?
Content . Children are presented one by one with toys and items from various crafts (10 pieces in total). The child must name the type of folk art (clarification questions for children are possible: “Which craftsmen made the toy?”, “What is the name of the painting?”, “What is the name of the material from which it is made?”
).
8. How does a game differ from a game activity or an activity that includes a game moment?
9. How can you use nursery rhymes, jokes, riddles, counting rhymes, and figurative expressions in a role-playing game?
10. When teaching play actions to mentally retarded children, various techniques are used.
Construction by imitation . The child and teacher each take one set of objects. Next, the teacher invites the child to make the same building as his. Then he offers to place the cube according to verbal instructions.
Construction according to the model. The teacher covers the construction field from the child with a screen, makes a building behind it, opens it and invites the child to do the same. If there are errors in the reproduction of the building, he asks the child whether all the parts are located the same way as on the sample.
What play actions can be taught to young children using imitation and model actions?
SECTION III
KINDERGARTEN, FAMILY, SCHOOL
Chapter I
How to write a term paper on speech therapy
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These guidelines are compiled to help students gain an understanding of the content and structure of coursework in speech therapy.
Logopedia of pedagogical science that studies anomalies of speech development with normal hearing, explores the manifestations, nature and mechanisms of speech disorders, develops the scientific basis for overcoming and preventing them means of special training and education.
The subject of speech therapy as a science is speech disorders and the process of training and education of persons with speech disorders.
The object of study is a person suffering from a speech disorder.
The main task of speech therapy as a science is the study, prevention and elimination of various types of speech disorders.
Coursework in speech therapy is a student's scientific and experimental research. This type of educational activity, provided for by the educational and professional program and curriculum, contributes to the acquisition of skills in working with literature, analyzing and summarizing literary sources in order to determine the range of insufficiently studied problems, determining the content and methods of experimental research, processing skills and qualitative analysis of the results obtained. The need to complete coursework in speech therapy is due to the updating of knowledge concerning the content, organization, principles, methods and techniques of speech therapy work.
As a rule, during their studies, students must write two term papers - theoretical and practical.
The first course work should be devoted to the analysis and synthesis of general and specialized literature on the chosen topic. Based on this analysis, it is necessary to justify and develop a method of ascertaining (diagnostic) experiment.
In the second course work, it is necessary to provide an analysis of the results obtained during the ascertaining experiment, as well as determine the directions and content of speech therapy work, and select adequate methods and techniques of correction.
So, let’s present the general requirements for the content and design of coursework in speech therapy.
The initial and most important stage of working on a course project is the choice of a topic, which is either proposed by the supervisor or chosen by the student independently from a list of topics that are consistent with the areas of scientific research of the department.
Each topic can be modified, considered in different aspects, but taking into account a theoretical and practical approach. Having chosen a topic, the student needs to think through in detail its specific content, areas of work, practical material, etc., which should be reflected both in the formulation of the topic and in the further construction of the study. It should be recalled that the chosen topic may not only have a purely theoretical orientation, for example: “Dysarthria. Characteristics of the defect”, “Classification of dysgraphia”, but also take into account the practical significance of the problem under consideration, for example: “Speech therapy work on speech correction for dysarthria”. It should also be taken into account that when formulating a topic, excessive detail should be avoided, for example: “Formation of prosodic components of speech in preschoolers of the sixth year of life attending a preschool institution for children with severe speech impairments.”
The course work includes such mandatory parts as: introduction, three chapters, conclusion, bibliography and appendix.
The text of the term paper begins with the title page . An example of its design can be seen here.
Then the content of the work is given, in which the names of chapters, paragraphs, and sections are formulated in strict accordance with the content of the thesis. An example of its design can be seen here.
In the text, each subsequent chapter and paragraph begins on a new page. At the end of each chapter, the materials are summarized and conclusions are formulated.
The introduction reveals the relevance of the problem under consideration in general and the topic being studied in particular; the problem, subject, object, and purpose of the study are defined. In accordance with the goal and hypothesis, objectives and a set of research methods aimed at achieving the objectives must be defined.
The relevance of the topic lies in reflecting the current level of pedagogical science and practice, meeting the requirements of novelty and usefulness.
When defining the research problem, it is important to indicate what practical tasks it will help to implement in training and educating people with speech pathology.
The object of research is understood as certain aspects of pedagogical reality, perceived through a system of theoretical and practical knowledge. The ultimate goal of any research is to improve this object.
The subject of research is some part, property, element of an object, i.e. the subject of research always indicates a specific aspect of the object that is to be studied and about which the researcher wants to gain new knowledge. An object is a part of an object.
You can give an example of the formulation of the object, subject and problem of research:
– The object of the study is the speech activity of preschool children with phonetic-phonemic speech disorders.
– The subject of the study is the features of intonation speech of children with phonetic-phonemic speech disorders.
– The research problem is to determine effective directions for speech therapy work on the formation of intonation expressiveness of speech in the system of correctional intervention.
The purpose of the study contributes to the specification of the object being studied. The goal of any research is to solve a specific problem. The goal is specified in tasks taking into account the subject of research.
The research objectives are formulated in a certain sequence, which determines the logic of the research. The research objectives are set on the basis of a theoretical analysis of the problem and an assessment of the state of its solution in practice.
The first chapter is an analysis of literary sources, which examines the state of this problem in historical and modern aspects, and presents the most important theoretical principles that formed the basis of the study.
When writing the first chapter, you should pay attention to the fact that the text of the course work must be written in a scientific style. When presenting scientific material, it is necessary to comply with the following requirements:
– Specificity – a review of only those sources that are necessary to disclose only a given topic or solve only a given problem;
– Clarity – which is characterized by semantic coherence and integrity of individual parts of the text;
– Logicality – which provides for a certain structure of presentation of the material;
– Reasoning – evidence of thoughts (why this and not otherwise);
– Precision of wording, excluding ambiguous interpretation of the authors’ statements.
A literary review of the state of the problem being studied should not be reduced to a consistent presentation of literary sources. It should present a generalized description of the literature: highlight the main directions (currents, concepts, points of view), analyze in detail and evaluate the most fundamental works of representatives of these directions.
When writing a work, the student must correctly use literary materials, make references to the authors and sources from which the results of scientific research are borrowed. Failure to provide required references will reduce your coursework grade.
As a rule, in coursework on speech therapy, references to literary sources are formatted as follows: the number of the cited source in the general list of references is placed in square brackets. For example: General speech underdevelopment is a speech pathology in which there is a persistent lag in the formation of all components of the language system: phonetics, vocabulary and grammar [17].
When using quotations, in square brackets, in addition to indicating the source number, the page number from which this excerpt is taken is indicated, for example: Speech rhythm is based on a physiological and intellectual basis, since, firstly, it is directly related to the rhythm of breathing. Secondly, being an element that performs a communicative function, “correlates with meaning, i.e. controlled intellectually” [23, P.40].
However, course work should not be of a purely abstract nature, so you should not abuse the unreasonable abundance of citations. Quoting should be logically justified, convincing and used only when really necessary.
In the second chapter , devoted to experimental research, the organization should be described and the program of the ascertaining experiment should be presented. The survey methodology, as a rule, consists of a description of several series of tasks, with detailed instructions, visual and lexical material, the procedure for completing tasks by experiment participants, and scoring criteria. This chapter also provides a qualitative and quantitative analysis of the results obtained.
When analyzing the results of an experiment, it is necessary to use a scoring system. Examples of various criteria for quantitative and qualitative assessment are presented in the following works:
– Glukhov V.P. Formation of coherent speech in preschool children with general speech underdevelopment. - M.: Arkti, 2002. - 144 p.
– Fotekova T.A. Test methodology for diagnosing oral speech of primary schoolchildren. - M.: Arkti, 2000. - 56 p.
– Levchenko I.Yu. Pathopsychology: Theory and practice. - M.: Academy, 2000. - 232 p.
In order to visually present the results obtained during the experimental study, it is recommended to use tables, graphs, diagrams, etc. Histograms can be used in a variety of ways - columnar, cylindrical, planar, volumetric, etc. An example of the design of tables, figures, and histograms can be found here.
The third chapter provides a rationale for the proposed methods and techniques and reveals the content of the main stages of correctional work.
The conclusion contains a summary of the material presented and the main conclusions formulated by the author.
The bibliography must contain at least 25 sources. The list includes bibliographic information about the sources used in preparing the work. An example of its design can be seen here.
In the application you can present bulky tables or illustrations, examination protocols, observation records, products of activity (drawings, written works of children), notes from speech therapy classes, etc.
The volume of one course work must be at least 30 pages of typewritten text.
In general, coursework in speech therapy is the basis for a future thesis, in which the study of the begun problem can be continued, but from the standpoint of a different approach or a comparative analysis of the disorders being studied in different age categories of people with different types of speech disorders.
The content and format of theses in speech therapy can be found here.
Literature:
1. How to write a term paper on speech therapy: Methodological recommendations. Educational and methodological manual / Comp. Artemova E.E., Tishina L.A. / Ed. Orlova O.S. – M.: MGOPU, 2008. – 35 p.
2. Research work of students in the system of higher professional pedagogical education (specialty 031800 - Speech therapy). Methodological recommendations for completing the thesis / Compiled by. L.V. Lopatina, V.I. Lipakova, G.G. Golubeva. - St. Petersburg: Publishing house of the Russian State Pedagogical University named after. A. I. Herzen, 2002. - 140 p.
